Abstract
A component analysis of a group training program for parents was carried out. The sample consisted of the mothers of 40 developmentally handicapped children, who were randomly allocated to one of four treatment groups: verbal instruction, verbal instruction plus the teaching of behavioral principles, verbal instruction plus the use of modeling and role-playing, and a wait-control group. Using multiple outcome criteria it was found that (a) the inclusion of the teaching of general behavioral principles did not improve the performance of parents, and (b) it was necessary to include techniques that directly shaped the parent's behavior (modeling and role playing) in order for them to learn to be effective teachers of their children.
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